Article Types

Medical education

Cardiac tamponade in undiagnosed systemic lupus erythematosus

A 22-year-old woman presented with a 3-day history of fever, retrosternal chest pain and exertional dyspnoea. Her heart rate was 130 bpm with a blood pressure level of 109/68 mmHg. Physical examination suggested tamponade: distended jugular veins, pulsus paradoxus and muffled heart tones. The chest radiography was notable for the characteristic water-bottle sign (Figure, A).1 Contrast-enhanced chest computed tomography demonstrated a massive pericardial effusion (Figure, B) associated with venous engorgement of the superior and inferior vena cava (SVC, IVC), prevascular space (arrows), and bilateral axillary veins (arrowheads). An emergency thoracoscopic pericardial window was performed and 620 mL of bloody fluid was drained. The presence of anti-nuclear, anti-double-stranded DNA, anti-Smith antibodies and hypocomplementaemia supported the diagnosis of systemic lupus erythematosus.2 The patient recovered after 1 week of intravenous methylprednisolone pulse therapy. At an 8-month follow-up, there have been no recurrences. Figure A B

Tsung-Han Ho · Yi-Tin Tsai

16 00286

Do indigenous health curricula in health science education reduce disparities in health care outcomes?

Objective: To undertake a systematic literature review to determine the scope, rationales, and evaluation foci of indigenous health curricula included in university-based professional training of health care service providers.Study design: Systematic review.Data sources: We searched the Australasian Medical Index, ATSIhealth (Aboriginal and Torres Strait Islander Health Bibliography), CINAHL PLUS, MEDLINE, SCOPUS version 4, and Web of Science databases using relevant keywords. Our ...

Shaun C Ewen BAppSc(Physio), MMIL, DEd · David J Paul MB BS, PhD · Gina L Bloom BA(Hons), MPhil

Medical education 18 June 2012 Free

Taking stock of interprofessional learning in Australia

Changes in health service delivery and issues of quality of care and safety are driving interprofessional practice, and interprofessional learning (IPL) is now a requirement for medical school accreditation. There is international agreement that learning outcomes frameworks are required for the objectives of IPL to be fully realised, but there is debate about the most appropriate terminology. Interprofessional skills can be gained in ...

Louise N Greenstock BSc(Hons), PGCertSS, PhD · Peter M Brooks AM, MD, FRACP, FAFRM · Gillian R Webb DipPhysio, MClinEd, DEd · Monica C Moran GradCertEd, MPhil(OT), DSocSc

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